Education in public and private schools, as well as higher education institutions, was undergoing major methodological changes at the beginning of the twenty-first century, transitioning from large residential to online, blended, and wireless teaching and learning. Assessment, on the other hand, despite being recognised as the backbone of educational systems and the primary operating mechanism of classroom educational programmes, is either overlooked or done infrequently, as in the case of diagnostic needs and assessments for special education. formative evaluations Furthermore, online schooling typically lacks the benefits of face-to-face communication, education, counselling, mentoring, and follow-up on students' learning triumphs (OLS). As a result, OLS must adopt a suitable systemic strategy to first deliver curricula, instruction, and learning in more rational ways; second, address the assessment gap that exists in contemporary schooling; and third, coach blended learning students toward their achievement goals. The holistic assessment approach described in this study for assessing blended accomplishment in international schools as collaborative learning communities is meant to serve a higher purpose than simply measuring blended achievement.
Author (S) Details
Prof. Mohamed Ziad Hamdan
Faculty of Education and Ed. Psychology, Hamdan Academy for Higher Education Online, Selangor, Malaysia.
View Book :- https://stm.bookpi.org/MPLLE-V7/article/view/2878
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